Contextual Exploration Research Articles

A ‘Special’ Delivery? Exploring the Impact of Screens, Live-Links and Video-Recorded Evidence on Mock Juror Deliberation in Rape Trials

This article discusses the findings of a study in which 160 volunteer members of the public observed one of four mini rape trial reconstructions and were asked to deliberate as a group towards a verdict. In a context in which research into the substantive content of the deliberations of real jurors is prohibited by the Contempt of Court Act 1981, these discussions were analysed to assess whether, and in what ways, perceptions of adult rape testimony are influenced by different modes of presentation. While lawyers and other observers have speculated about the possible undue effects of alternative trial arrangements on juror perceptions and the evaluation of evidence in rape trials, the issue has received scant empirical attention. In an effort to bridge this knowledge gap, this study investigated the influence upon mock jurors of three special measures currently made available in England and Wales to adult sexual offence complainants by the Youth Justice and Criminal Evidence Act 1999, namely (1) live-links; (2) video-recorded evidence-in-chief followed by live-link cross-examination and (3) protective screens. Following a careful and contextual exploration of the content of the mock juries’ deliberations, the researchers conclude that there was no clear or consistent impact as a result of these divergent presentation modes, suggesting that concerns over the use of special measures by adult rape complainants (at least in terms of juror influence) may be overstated.

Toward a Grounded Dramaturgy: Using Grounded Theory to Interrogate Performance Practices in Theatre for Early Years

Research on theatre for early years is polarized, either delving deeply into an assumed but unproven dramaturgical praxis, or providing anecdotal, often contradictory diktats of limited practical use. It could be argued that no coherent dramaturgy has yet been described in a genre barely three decades old; as David Pears (1971, 29) notes, “practice nearly always comes first, and it is only later that people theorize about practice.” This article explores how an early-years dramaturgy (meaning a contextual exploration of composition, whether artistic, technical, or theoretical) could be formulated from current practice by employing the grounded theory method.

Teaching Asian Art: Content, Context, and Pedagogy

Teaching Art: Content, Context, and Pedagogy Chung, S. K. (Ed.). (2012). Teaching Art: Content, Context, and Pedagogy. Reston, VA: National Art Education Association. 246 pages; ISBN 978-1-890160-52-4According to the United States of America Census Bureau (201 1), over 40% of foreignborn populations in the US in 2008 or later were and the top five countries of birth of immigrants in the US were Mexico, China, India, the Philippines, and Korea. Notably, four of these countries are in Asia. That is, the population in the US grew faster than any other ethnic group between 2000 and 2010 (U.S. Census Bureau, 2012). This substantial increase in the population of the US suggests that American educators should pay special attention to the cultural and social contexts of and aesthetics in order to translate them into practice not only for the increasing number of students, but also for American students. In today's global society, learning about and aesthetics can help American students better understand their personal, social, and cultural identities as well as that of others (Anderson, 1 995), eventually helping them to bea member of the global community.A new anthology, edited by Sheng Kuan Chung and published by the National Art Education Association, Teaching Art: Content, Context, and Pedagogy (201 2), is the first book designed to providea pedagogical and contextual discussion of and culture for American educators. Chung invited contributions by educators, artists, museum educators, curators, historians, and philosophers with a variety of connections to and culture. Represented among the contributing authors are natives working in Asia (indigenous-insiders), natives working in the US (indigenous-outsiders), and Americans or internationals with direct and/or indirect experience with and culture (external-insiders/ external-outsiders). With a focus on pedagogical concerns, the chapters in this book cover a wide range of and culture from such countries as Bhutan, China, Indonesia, Japan, Korea, Laos, Malaysia, the Philippines, Taiwan, Thailand, Tibet, and Vietnam, as well as the island of Bali.A native of Taiwan, Chung has extensive teaching and research experience in both Taiwan and the US, making him a well-qualified editor for this anthology. Chung was an elementary school teacher and artist in Taiwan and earned an MA and PhD in education in the US. He currently serves as an associate professor of education at the University of Houston and has published on multiculturalism and aesthetics in education within a social constructivist perspective. Based on his bordercrossing experiences asan artist, teacher, and education faculty member in two countries, he introduced American educators to Asian artistic practices/traditions and addresses concepts and issues related to understanding and teaching art (Chung, 2012, p. vii).The anthology is divided into four themes: Contextual Explorations, Aesthetic Forms and Meanings, Spiritual and Religious Practices, and Crossing Boundaries. The Contextual Explorations section offers scholarly discussion on issues and concepts related to and aesthetics in context. Through a critical review of literati painting, ink painting, calligraphy, and tea ceremonies, the first six chapters of this section examine how the and aesthetics of East countries such as China, Japan, and Korea are historically and culturally interrelated. The last two chapters of this section examine the indigenous of Taiwan and the Philippines. The contextual nature of these examinations leads the reader to understand how and aesthetics (e.g., copying and imitation of the style of masters) differs from Western aesthetics (e.g., emphasis on originality). For American educators in particular, Mara Miller's nine objectives and effects of teaching East and aesthetics in the US serve as meaningful guidelines for American educators planning curricula on East art. …

Contextual exploration previous to an aversive event predicts long-term emotional consequences of severe stress

Traumatic stress can lead to long-term emotional alterations, which may result in Posttraumatic Stress Disorder (PTSD). Fear reactions triggered by conditioned cues and exacerbated emotional arousal in face of non-conditioned stimuli are among the most prominent features of PTSD. We hypothesized that long-term emotional alterations seen in PTSD may depend on the strength of context-trauma association. Here, we investigated the contribution of previous contextual exploration to the long-term emotional outcomes of an intense foot shock in rats. We exposed male Wistar rats to a highly stressful event (foot shock, 2 mA, 1 sec) allowing them to explore or not the chamber prior to trauma. We, then, evaluated the long-term effects on emotionality. Fear was assessed by the time spent in freezing behavior either upon re-exposure to trauma context or upon exposure to an unknown environment made potentially more aversive by presentation of an acoustic stimulus. Behaviors on the elevated-plus-maze and acoustic startle response were also assessed. The possibility to explore the environment immediately before the aversive event led to differential long-term emotional effects, including a heightened freezing response to re-exposure to context, blunted exploratory behavior, fear sensitization and exacerbation of the acoustic startle response, in contrast to the minor outcomes of the foot shock with no prior context exploration. The data showed the strong contribution of contextual learning to long-term behavioral effects of traumatic stress. We argue that contextual representation contributes to the robust long-term behavioral alterations seen in this model of traumatic stress.

Web Resources Annotation for the Web of Learning

Semantic annotation of web resources is an essential ingredient to leverage the web of information to the semantic web where resources are easily shared and reused. In the education field, reusing hypermedia web resources can support to a great deal the design of modern instructional environments and the development of interactive and non-linear material for learning. Sharing and reusing these resources by different web applications and services presupposes that they are visible for retrieval through a semantic description of their content, function and relations with other resources. This paper presents the annotation and discovery of web resources to create learning objects that constitute the building blocks of learning sessions which are delivered to users in the Web of Learning. Semantic annotation is done by the contextual exploration method which analyzes web resources’ text descriptions and metadata in order to annotate automatically resources. We present the system architecture and a case study that illustrates the proposed approach.

TPX: Biomedical literature search made easy.

TPX is a web-based PubMed search enhancement tool that enables faster article searching using analysis and exploration features. These features include identification of relevant biomedical concepts from search results with linkouts to source databases, concept based article categorization, concept assisted search and filtering, query refinement. A distinguishing feature here is the ability to add user-defined concept names and/or concept types for named entity recognition. The tool allows contextual exploration of knowledge sources by providing concept association maps derived from the MEDLINE repository. It also has a full-text search mode that can be configured on request to access local text repositories, incorporating entity co-occurrence search at sentence/paragraph levels. Local text files can also be analyzed on-the-fly.Availability http://tpx.atc.tcs.com/

Real and Imaginary Dialogues in the Jesuit Mission of Sixteenth-century Japan

Abstract This article takes as a starting point for a contextual exploration of the dialogue as a form of cross-cultural interaction the accounts of disputations between Francis Xavier and his companions and various Buddhist monks during the first years of the mission in Japan (1549-51). The essay considers the differences among a lay popular version of these disputations offered by Fernão Mendes Pinto, the account publicized by Francis Xavier in his letters to Europe, and the internal working documents produced by his companions Cosme de Torres and Juan Fernández during these encounters. The latter reflected the complexity of the exchanges that took place in Yamaguchi in September 1551, offering many echoes of Buddhist arguments that stretched the Christian theological capacity. More interesting still is the process by which the Jesuits came to reject the possibilities for convergence through analogy and chose instead to emphasize doctrinal and moral differences, often employing arguments that echoed, unwittingly, the recent divisions within European Christendom.

Contextual interaction between novelty and reward processing within the mesolimbic system

Medial temporal lobe (MTL) dependent long‐term memory for novel events is modulated by a circuitry that also responds to reward and includes the ventral striatum, dopaminergic midbrain, and medial orbitofrontal cortex (mOFC). This common neural network may reflect a functional link between novelty and reward whereby novelty motivates exploration in the search for rewards; a link also termed novelty “exploration bonus.” We used fMRI in a scene encoding paradigm to investigate the interaction between novelty and reward with a focus on neural signals akin to an exploration bonus. As expected, reward related long‐term memory for the scenes (after 24 hours) strongly correlated with activity of MTL, ventral striatum, and substantia nigra/ventral tegmental area (SN/VTA). Furthermore, the hippocampus showed a main effect of novelty, the striatum showed a main effect of reward, and the mOFC signalled both novelty and reward. An interaction between novelty and reward akin to an exploration bonus was found in the hippocampus. These data suggest that MTL novelty signals are interpreted in terms of their reward‐predicting properties in the mOFC, which biases striatal reward responses. The striatum together with the SN/VTA then regulates MTL‐dependent long‐term memory formation and contextual exploration bonus signals in the hippocampus. Hum Brain Mapp, 2011. © 2011 Wiley‐Liss, Inc.

Identifying Relevant Sentences in News Articles for Event Information Extraction

This paper develops a Natural Language Processing method for extracting temporal information of events from news articles. The extraction process is based on the result of a morpho-syntactic analysis. The obtained results, which are a translation of morpho-syntactic sentences, are skimmed in order to identify temporal markers. In our approach, we consider a specific description of events. Our approach is based on a methodology of temporal markers classes and on a contextual exploration method. Our experimental results indicate that our approach is significant for extracting relevant event information. We have also achieved a system, called EXEV, on the basis of the proposed approach and have empirically verified its effectiveness. More specifically, EXEV system automatically extracts all information about events (paragraphs or sentences) from news articles and specifies more information about events: associations, locations, temporal settings, etc. The system was tested on press articles and gives recall and precision more than 80%.

Les séries linéaires dans le discours

This article is concerned with the textual realisation of series of discourse segments. The analysis of the morphological characteristics of discursively marked series, and of the different groups of markers called upon in signalling these series, show that the creation of series in discourse is a complex operation which involves delimiting text units, grouping them together and ordering them. Over and above these purely organisational operations, semantic or argumentative relations may arise between the different components of the series. The study is carried out along the lines defined by the Discourse Framing hypothesis, and uses the formal framework of the ‘contextual exploration method’. The general objective is to provide a systematic exploration of the major modes of discourse articulation and of their signalling in written texts, in order to exploit such knowledge in computational segmentation and text-annotation tasks.

Amerikanismus, Americanism, Weill: Die Suche nach kultureller Identitat in der Moderne (review)

Amerikanismus, Americanism, Weill. Die Suche nach kultureller Identität in der Moderne. Edited by Hermann Danuser and Hermann Gottschewski. Schliengen, Germany: Edition Argus, 2003. [330 pp. ISBN 3-931264-23-8. €46] Music examples, illustrations, bibliography, index.

Women’s Writing and the Circulation of Ideas: Manuscript Publication in England, 1550–1800 ed. by George L. Justice and Nathan Tinker

81 ally there’’ to the tautological assertion that lesbian literary history should be understood ‘‘in conjunction with history.’’ The final two eighteenth-century essays of the volume, both concerned with the specifics of writing eighteenthcentury literary histories of women, draw respectively on the completed ongoing projects of their authors: Antonia Forster and James Raven’s, English Novels, 1770–1829 (2000) and Susan Staves’s Longman’s History of Women’s Writing. Ms. Forster describes how her amassing of bibliographical information from searches of contemporaryadvertisements and reviews gives a fullersenseofwomen novelists’ careers than was previously possible through the ESTC. Ms. Staves’s ‘‘Terminus a Quo, Terminus ad Quem: Chronological Boundaries in a Literary History’’respondsdirectlytothedeclared aims of the volume’s Introduction with her rigorous theoretical grounding of literary history as a distinct genre. From the summary historiography of predecessor works, she concludes that chronology offers the most useful organizing principle for such an exercise. While the terms of her inquiry have been set by theLongman series’ designated subject of women’s writing, and she is consequently released from the need to question closely this categorical restriction, she nevertheless demonstrates as convincingly as the other contributors to the volume, the advantages of feminists’ readings that are ‘‘less narcissistically obsessed with the sufferings of women and more broadly intellectually engaged with significant literary and political debates of the day.’’ As with the essays contributed by Ms. Schellenberg, Ms. Hobby, and Ms. King, the turn here from apologetics or exceptionalismtodetailed contextual explorations of women ’s writing advances both the refiguring of feminist criticism and, more largely, of literary history as a workable category of inquiry. April London University of Ottawa Women’s Writing and the Circulation of Ideas: Manuscript Publication in England , 1550–1800, ed. George L. Justice and Nathan Tinker. Cambridge: Cambridge , 2002. $60. In his Introduction to this elegant volume of essays, Mr. Justice draws our attention to the parallels between the early modern period in which manuscript publication existed alongside emergent print technologies and our own world in which print practices share cultural space with emergent technologies of digitalization and internet publication. Acknowledging and building on the foundational work of scholars like Margaret Ezell (who also has an essay in this volume), Messrs. Justice and Tinker and the volume’s contributors ‘‘argue for a broader conception of the practice of authorship’’ than that commonly understood in a print-centered literary history. In order fully to understand the ways in which information is, was, or will be distributed and assimilated , we must ‘‘look at manuscript culture as a persisting set of procedures with its own history and customs as well as balancing manuscript and print as unfinished , in-process cultures with strong cross-fertilization.’’ These essays challenge the opinion that early women writers resorted to scribal rather than print publication out of modesty or fear for their reputations. Manuscript circulation had its own set of rules and its own advantages, such as the greater control of circulation and audience , and freedom to engage intellectu- 82 ally with controversial matters aired to a select and discriminating readership of like-minded people. In fact, some of the essays, like Isobel Grundy’s, consider manuscript publication as an avenue for creative expression. The young Lady Mary Wortley Montagu, Ms. Grundy argues , participated in a coterie manuscript culture in pursuit of ‘‘mental independence and imaginative self-realization.’’ Leigh Eicke and Margaret Ezell are interested in the way women writers allude to or reveal the practices of manuscript publication in their printed works. Ms. Ezell argues that posthumous print publications can be examined for the purpose of ‘‘reconstructing and reanimating a long-deceased literary landscape’’ that included a vibrant manuscript culture, while Ms. Eicke discusses the way Jane Barker’snovels ‘‘bothcelebrateandresist the world of print’’by paying equal homage to the worlds of scribal and print publication . Collectively, the essays deepen and broaden our sense of women’s options , rather than restrictions, as to how, why, and to whom to write. To read this volume, essay by essay, is to come across signposts pointing in directions for future commentary. In ‘‘Elizabeth Singer Rowe’s Tactical Use ofPrint and Manuscript,’’ Kathryn King writes, ‘‘one of the most insistent...

Comment déterminer les significations du passé composé par une exploration contextuelle ?

Jean-Pierre Desclés et Zlatka Guentchéva : How to determine the meanings of the French « passé composé » by means of contextual exploration? Having given precise definitions of aspectual primitives (resulting state, inferential state, event...), the authors examine the effects of contextual environments on a semantic interpretation of the French « passé composé » by means of heuristic rules. It is argued that the invariant meaning of French « passé composé » is a complex value: "resulting state - event". To solve this semantic indétermination, a general method, known as Contextual Exploration, is used: different contextual occurrences of linguistic markers such as adverbial expressions, discourse relations, meanings of verbal predicates. . . contribute to determining the interpretation of this tense in context.

Lessons from history: pasts, presents and futures of punishment in children's talk

This paper draws on a study of the ways in which the moral and practical dilemmas of punishment are debated and deliberated upon in discussions among nine year old children (with adult facilitators). Theoretically, we are concerned with the points of connection between the social study of childhood and the analysis of punishment as an arena of discourse and practice; and methodologically we address this topic from the perspective of conversation. Here we focus on one aspect of the children's talk, namely the mobilisation of themes and images that seem to have their origin in the more or less remote past. We argue that a contextual and nuanced exploration of the historicity of such ‘punishment talk’ can help in disclosing how punishment ‘works’ as a theme in politics and culture—history offers a resource of precedents and examples that children find good to think with. We suggest a particular association between this historical imagination (and the often physically forceful measures that it invokes) and times of crisis or emergency. This is apparent, for example, when discussion turns to the persistence of the death penalty in the United States. We conclude with some brief remarks on the significance of involving children in such deliberations for the development of alternative (or ‘replacement’) penal politics. Copyright © 2002 John Wiley & Sons, Ltd.

Book ReviewsJoseph Carens, . Culture, Citizenship, and Community: A Contextual Exploration of Justice as Evenhandedness.Oxford: Oxford University Press, 2000. Pp. 284. $65.00 (cloth); $24.95 (paper).

Book ReviewsJoseph Carens, . <i>Culture, Citizenship, and Community: A Contextual Exploration of Justice as Evenhandedness</i>.Oxford: Oxford University Press, 2000. Pp. 284. $65.00 (cloth); $24.95 (paper).

A contextual exploration of siblicide.

This article contextualizes the exploration of sibling homicide, or siblicide, a phenomenon that traditionally has received very little attention within the academic literature. Siblicide is examined in relation to other family homicides and other known homicides. Given the traditional frequency, duration, and intensity of youthful sibling relationships, juvenile homicides are disaggregated from adult homicides to reveal whether there are any differences. Although previous research has questioned the use of the Supplementary Homicide Reports for this type of analysis (Daly, Wilson, Salmon, Hiraiwa-Hasegawa, & Hasegawa 2001), the utility of the data set is demonstrated. The results of this exploration suggest that siblicide may be examined within the theoretical contexts of sociobiology and routine activities theory.

Sounding the Depths: Wieck's Contextual Exploration of 'Adventures of Huckleberry Finn'

Sounding the Depths: Wieck's Contextual Exploration of 'Adventures of Huckleberry Finn'

Culture, Citizenship, and Community: A Contextual Exploration of Justice as Evenhandedness. By Joseph H. Carens. Oxford: Oxford University Press, 2000. 284p. $65.00 cloth, $24.95 paper. - Citizenship in Diverse Societies. Edited by Will Kymlicka and Wayne Norman. Oxford: Oxford University Press, 2000. 444p. $65.00 cloth, $24.95 paper. - Rethinking Multiculturalism: Cultural Diversity and Political Theory. By Bhikhu Parekh. Cambridge, MA:

Culture, Citizenship, and Community: A Contextual Exploration of Justice as Evenhandedness. By Joseph H. Carens. Oxford: Oxford University Press, 2000. 284p. $65.00 cloth, $24.95 paper. - Citizenship in Diverse Societies. Edited by Will Kymlicka and Wayne Norman. Oxford: Oxford University Press, 2000. 444p. $65.00 cloth, $24.95 paper. - Rethinking Multiculturalism: Cultural Diversity and Political Theory. By Bhikhu Parekh. Cambridge, MA:

Culture, Citizenship and Community: A Contextual Exploration of Justice as Evenhandedness (review)

Culture, Citizenship and Community: A Contextual Exploration of Justice as Evenhandedness (review)

Culture, Citizenship, and CommunityCulture, Citizenship, and Community: A Contextual Exploration of Justice as Evenhandedness. By Joseph H. Carens

Previous articleNext article No AccessReview ArticlesCulture, Citizenship, and Community Culture, Citizenship, and Community: A Contextual Exploration of Justice as Evenhandedness. By Joseph H. Carens Bonnie HonigBonnie Honig Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Polity Volume 33, Number 3Spring 2001 The Journal of the Northeastern Political Science Association Copyright 2001 Northeastern Political Science AssociationPDF download Crossref reports no articles citing this article.